Three Little Pigs Spanish Manual

Thinking and Learning

ThroughFairy Tales

InModern Foreign

Languages

2

ContentsPhonics …………………………………. 3 – 5

Story Boarding …………………………………. 6 - 7

Card Sorting – Nouns 1&2 …………………………………. 8 – 10

Map from Memory-Visual …………………………………. 11 - 15

Map from Memory-Auditory …………………………………. 16 - 17

Character Description …………………………………. 18 - 20

Kim’s Game …………………………………. 21

Odd One Out …………………………………. 22 - 24

Dominoes …………………………………. 25 - 27

Pass the Parcel …………………………………. 28 - 30

Snakes and Ladders …………………………………. 31 - 33

Action Charades …………………………………. 34 - 36

Happy Families …………………………………. 37 - 41

Blockbusters …………………………………. 42 – 44

Narrative Format Script …………………………………. 45 – 47

Song ………………………………….. 48

Board game language ………………………………….. 49

MFL KS2 Framework Y3 & 4 …………………………………. 50 - 51

Card Sorting - Phonics

Purpose to sort, classify and group words to make connections to develop listening skills

Links to KS2 framework

O3.1 Listen and respond to simple rhymes, stories and songs O3.2 Recognise and respond to sound patterns and words L3.1 Recognise some familiar words in written form L3.2 Make links between some phonemes, rhymes and

spellings, and read aloud familiar words

O4.2 Listen for specific words and phrases O4.3 Listen for sounds, rhyme and rhythm L4.2 Follow a short familiar text, listening and reading at the

same time

Preparation Pupils work in groups of 2 or 3. Each group will need: 1 phonic grid 1 set of phonic cards

It is advisable to use no more than 10 phonic words in any one session and to concentrate on just a few sounds at a time.

Activity Display phonic grid on power point or Smartboard and practise sounds. It is a good idea to introduce a beat or rhythm to assist recall. “We will rock you” by Queen is a good one.

Give out set of 10 words. Say each word and ask groups to place in order in which you say them.

Give out phonic grids. Now ask groups to sort the words by sounds placing each

word in correct column of the grid. Ask groups to compare notes. Invite groups to feed back to whole class by listing words in

one of the columns. Invite comment from other groups. Any uncertainties should

be verified by listening to the animated version of the story.

Debrief Ask pupils what they learned and found surprising about the language through the process. What skills did they use? I.e. listening, discussing, reasoning, etc.

4

ce j ci ll z r/rr

5

ce j ci ll z r/rr

cerditos granja pocilga ladrillos zanahorias

pero

cerdo dejaron delicioso olla perezoso para

entonces paja haciendo cebollas vez puerta

cena conejo Caperucita

allí derribó

necesito bajar apareció lloró corriendo

cebollas mejor fácil entrar

roja rugió

dejaré

6

Story Boarding

Purpose to develop sequencing skills to make deductions to make judgements informed by reasons and evidence to develop language learning strategies and knowledge about language


O3.1 Listen and respond to simple rhymes, stories and songs O3.2 Recognise and respond to sound patterns and words L3.1 Recognise some familiar words in written form

O4.2 Listen for specific words and phrases O4.3 Listen for sounds, rhyme and rhythm L4.2 Follow a short familiar text, listening and reading at the same time L4.3 Read some familiar words and phrases aloud and pronounce them

accurately

Preparation Pupils work in groups of 3 or 4. Each group will need:

1 set of picture cards

Activity Ask pupils to sequence the cards in the order in which they appear in the story. Using the animated on screen version ask class to find the Spanish words for the

pictures that appear on the first page. Ask them to explain their choice. Right or wrong, the reasons they give are very important as they are articulating language learning strategies. If word selected is incorrect ask class if there could be another word for the picture. Ask for reasons. Continue until correct word is identified.

Once they have identified the words for the pictures that appear on the first page of the story, ask them to repeat the words after you. Ask them to comment on the sound and the spelling of the words – make links to the phonics grid.

Now ask them to listen to that page being read and to point to the pictures when they hear the words.

Now remove the text and ask them to listen again to see if they can identify the words.

Replay the first page with the text and ask them to try and join in when the word is said. Tell them that you intend to remove the text and would like them to still join in. Ask what they need to focus on to be able to do this.

Repeat for next few pages.

Debrief Ask pupils what they discovered about language through the process and how they discovered it. What skills did they use? I.e. discussing, explaining, reasoning, justifying, making judgements etc.

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8

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Card Sorting – Nouns 1

Purpose to sort, classify and group words to articulate precisely reasoning process to develop language learning strategies and knowledge about language


O3.2 Recognise and respond to sound patterns and words L3.1 Recognise some familiar words in written form L3.3 Experiment with the writing of simple words

O4.2 Listen for specific words and phrases L4.3 Read some familiar words and phrases aloud and pronounce them

accurately

Preparation Pupils work in groups of 3 or 4. Each group will need: 1 set of noun cards

Activity Give out the cards to each group. Say the words on each card and ask pupils to put them into the sequence as you say them. Discuss any that were difficult to identify.

Ask pupils to sort the cards into groups. After 5 minutes ask each group how they chose to sort. Whatever way groups have sorted the words go in that direction. For

example if a group has sorted into words they know and don’t know, check the meaning of the words that they think they know in the story. Listen to the pronunciation of the words and practice repeating them.

Now look in the story to work out the meaning of the group of words they didn’t know. Listen to the sounds of the new words and practice the pronunciation. Relate to noun and adjective endings grid.

If they still can’t work out the meaning what other strategies do they think they could they employ?

Ask them to choose a favourite word and to draw it in the air on the back of their partner. In pairs or groups try and guess each other’s favourite word.

Debrief Ask pupils what they discovered about language through the process and how they discovered it. What skills did they use? I.e. discussing, explaining, reasoning, deducing, justifying etc.

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Card Sorting – Nouns 2

Purpose to sort, classify and group words to articulate precisely reasoning process to make links between words to develop language learning strategies and knowledge about language


O3.2 Recognise and respond to sound patterns and words L3.1 Recognise some familiar words in written form L3.3 Experiment with the writing of simple words

O4.2 Listen for specific words and phrases L4.3 Read some familiar words and phrases aloud and pronounce them

accurately

Preparation Pupils work in groups of 3 or 4. Each group will need: 1 set of noun cards

Activity Give out the cards to each group. Say the words on each card and ask them to put them into the sequence as you say them. Discuss any that were difficult to identify.

Ask pupils to sort the cards into groups. After 5 minutes ask each group how they chose to sort. Whatever way groups have sorted the words go in that direction. Some groups will probably sort by “el” and “la”. Ask pupils to explain

what the “el” and “la” could mean and consequently to articulate precisely how they have sorted – i.e. by gender.

Confirm their understanding by checking in the story. Gender is a difficult

concept for English speakers, give pupils time to reflect on the concept.

If they show interest in the gender issue, use the word cards, from the noun and adjective grid, which will allow them to explore the issues of gender and plurality.

Give each group a selection of the words from the grid. Ask pupils to make short phrases out of their words by thinking carefully about the gender. Ask them to check that each word in a phrase matches in terms of gender, singular or plural.

Ask each group to feed back a selection of their phrases. Ask other groups to comment.

Debrief Ask pupils what they discovered about language through the process and how they discovered it. What skills did they use? I.e. discussing, explaining, reasoning, deducing, justifying etc.

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el cerdo la pocilga la granja la casa de paja

el lobo la casa de madera

la casa de ladrillos

la chimenea

la ollalas

zanahorias las cebollas el fuego

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Map from Memory – Visual

Purpose to interpret and organise information to make links between words to look for patterns to develop memory strategies


L3.1 Recognise some familiar words in written form L3.3 Experiment with the writing of simple words

L4.1 Read and understand a range of familiar written phrases L4.4 Write simple words and phrases using a model and some words

from memory

Preparation Pupils work in groups of 3 or 4. Each group will need: A blank map One set of labels for the background objects One set of picture cards to place in the foreground ‘Drywipe’ pens.

(Older children could just be given a blank sheet of A3)

Activity Tell pupils that there is one copy of the “map” and that they have to reproduce it, as a group, as accurately as possible.

Groups could start by discussing and placing the labels they have been given.

One member of each group comes to look at the map one at a time for 15 seconds.

Pupils then go back to their groups and record what they can remember onto their blank map.

They can write further labels they remember on their map. Repeat above two stages for each member of the group and for as many

times as you deem necessary. When the time is up ask groups to wander around and look at the maps

produced by other groups. Reveal original map on power point. Ask for feedback on the activity.

Debrief Ask pupils what strategies they employed to carry out the task. Ask them

1. what they did well2. what they could do better3. what they would do differently if they were to do the activity again

What skills did they use? I.e. discussing, collaboration, listening, planning, explaining, reasoning, justifying etc.

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una gallinaun caballo

una vaca

un cerdo

el gran tractor rojo

el granjero

el tejado rojouna gran nube gris

el granero

el estanque de patosun pato

Una pequeña Granja

la pocilga

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15

16

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Una pequeña Granja Una pequeña Granja Una pequeña Granja Una pequeña Granja

el estanque de patos el estanque de patos el estanque de patos el estanque de patos

el granero el granero el granero el granero

una gran nube gris una gran nube gris una gran nube gris una gran nube gris

el tejado rojo el tejado rojo el tejado rojo el tejado rojo

la pocilga la pocilga la pocilga la pocilga

un pato un pato un pato un pato

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Map from Memory – Auditory

Purpose to interpret and organise information to develop memory strategies to develop listening skills


O3.2 Recognise and respond to sound patterns and words O3.4 Listen attentively and understand instructions, everyday classroom

language and praise words L3.1 Recognise some familiar words in written form L3.2 Make links between some phonemes, rhymes and spellings, and read

aloud familiar words O4.2 Listen for specific words and phrases O4.3 Listen for sounds, rhyme and rhythm L4.1 Read and understand a range of familiar written phrases L4.3 Read some familiar words and phrases aloud and pronounce them

accurately

Preparation Pupils work in groups of 3 or 4. Each group will need: 1 set of phrase cards

Activity Give one set of cards to each group of pupils. Read the phrases aloud and ask pupils to sequence in the order in which they hear them.

Now ask pupils to set cards upside down on the table. Each pupil takes it in turns to turn up a card and to read it aloud in

Spanish. Ask the groups to look at the phonics in the words on the cards. Explain that one person from each group will come and hear the phrases

being read through once. They will return to their group and begin the process of sequencing the

phrases in the order in which they were read. Each member of the group has an opportunity to come out and listen to

the phrases.( Any page from the story can be used for this activity)

Debrief Ask pupils what strategies they employed to carry out the task. Ask them 4. what they did well5. what they could do better6. what they would do differently if they were to do the activity again

What skills did they use? I.e. discussing, collaboration, listening, planning, explaining, reasoning, justifying etc.

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“Muy bonito cerdito, muy bonito cerdito,

¿Puedo entrar?” “¡No, no,

por nada en el mundo

te dejaré entrar!”

“¡Entonces soplaré y soplaré

y tu casa tiraré!”

rugió el Malvado Lobo.

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Character Descriptions

Purpose to develop listening skills to interpret information and organise it to make links between pieces of information to articulate precisely the reasoning process to develop language learning and knowledge about language


O3.2 Recognise and respond to sound patterns and words O3.4 Listen attentively and understand instructions, everyday

classroom language and praise words L3.1 Recognise some familiar words in written form L3.2 Make links between some phonemes, rhymes and spellings and

read aloud familiar words

O4.2 Listen for specific words and phrases L4.1 Read and understand a range of familiar written phrases L4.2 Follow a short familiar text, listening and reading at the same

time L4.3 Read some familiar words and phrases aloud and pronounce

them accurately

Preparation Pupils work in groups of 3 or 4. Each group will need: 1 set of phrase cards A large speech bubble, for each of the 4 characters, may be helpful

for the sorting activity.

Activity Give out the phrase cards. Ask pupils to sequence phrases in the order in which you say them,

and repeat them after you. Ask pupils to sort the cards into groups. After 5 minutes ask each group how they chose to sort. Whatever ways the groups have sorted go in that direction. Groups

may have sorted by phrases they know and don’t know or ‘Soy’, houses, speech or characters etc.

Check the meaning of the words and phrases they think they know. Listen to the pronunciation of the words and practice repeating them.

What other strategies do they think they could employ to work out phrases they don’t know?

Ask each group to sort the cards to match the characters in the story.

Ask each group to feed back by describing a character and explaining its decisions.

Phrases could also be sorted into characteristics, speech, and actions.

Debrief Ask pupils how they came to an agreement on how to sort their cards. What skills did they use? I.e. listening, discussing, explaining, reasoning, justifying etc.

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Vivo en una pocilga.

Construí mi casa de paja.

Pensé, “Voy a construir mi

casa de paja”.

Estuve deliciosa. Hice construir mi casa de madera.

Dije, “No, no, por nada en el

mundo te dejaré entrar”.

Soy perezoso. Construí mi casa de ladrillos.

Soy malvado.

Soy glamorosa.Una mañana

muy temprano, dejé la granja

orgánica.

“Yo no sé de qué materiales voy a

construir mi casa”.

Soy tonto. Tengo una buena idea.

Soplé una y otra vez.

Soy pequeño.Hice un sabroso guiso para mi

cena. Caí en el agua caliente.

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Soy pequeña.El lobo hizo

volar mi casa.

Dije, “Sal de allí. ¡Rapido!

¡rápido! ”.

Tengo una casa bastante linda.

Al lobo le encantó mi

guiso.

Dije, “ Muy bonito cerdito,

muy bonito cerdito, ¿Puedo

entrar ?”.

Tengo una casa elegante.

Puse la olla en el fuego.

Pensé, “ Sabía que esto pasaría”.

Tengo una casa grande y sólida.

Llevo gafas de sol.

Toqué fuertemente a la

puerta.

Fui delicioso. Me encanta el guiso.

Rugí, “ ¡ Entonces soplaré y

soplaré y tu casa tiraré !".

Mi casa era magnífica.

Se cayó de la chimenea.

Devoré dos cerditos.

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Kim’s Game

Purpose to identify strategies for memorising


O3.2 Recognise and respond to sound patterns and words

O4.3 Listen for specific words and phrases

Preparation A basket containing about 10 items relating to the fairy tale. These could be:

A pig A rabbit A brick A wolf A mouse A snail A carrot A spider A house An onion A squirrel

Activity Tell pupils that you are going to place some items on the table and then cover them up.

Tell class that you would like them to try and remember the objects.

Take out the objects one at a time. It can be useful to say the name of the object, and add an appropriate action before placing it on the table. This often becomes part of the memorisation process for different types of learners.

Give about 30 seconds for looking at all the objects together on the table, then cover up or put away.

Give pupils about a minute to recall as many objects as possible. Note: do not tell them how this should be done. They often assume that it must be done alone – if they choose to work with someone else do not stop them.

Debrief Ask pupils what strategies they used to remember the objects. Write the various strategies on the board. Discuss the nature of the different strategies and what it would be like to adopt a different one.

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Odd One Out

Purpose to identify similarities and differences to promote understanding of properties and attributes of words to develop reasoning skills and knowledge about language


O3.2 Recognise and respond to sound patterns and words L3.1 Recognise some familiar words in written form L3.2 Make links between some phonemes, rhymes and spellings,

and read aloud familiar words L3.2 Experiment with the writing of simple words

L4.3 Read some familiar words and phrases aloud and pronounce them accurately


1 odd one out grid

Activity Read out the words in each column for number 1. Ask pupils to repeat.

Ask pupils to choose an odd one out and to explain their choice (say why…). Emphasise that there are no right or wrong answers, but that all answers must be explained.

Ask them to write down their explanation in English. Repeat for each numbered line. Ask one group to read out words in one of the lines from the

power point. Ask them to feed back on their choice of Odd One Out.

Ask other groups for comments. Repeat the process for the other lines. When all the lines are completed ask groups to make up their own

odd one outs using words or phrases from the story.

Debrief Ask pupils what knowledge about language they discovered during the activity. Ask them how they discovered it. What skills did they use? I.e. discussing, explaining, reasoning, justifying etc.

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¿QUÉ SOBRA Y POR QUÉ?

A B C D ¿POR QUÉ?1 el conejo el lobo el guiso aquel cerdo

2 sus casitas la casita tu casa mi casa

3 propio linda elegante sólida

4 un sabroso guiso

una granja orgánica

una mañana la gran olla

5 las casitas los cerditos las zanahorias las cebollas

6 construir hacer entrar mejor

7 es fue era soy

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A B C D ¿POR QUÉ?1

2

3

4

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Dominoes

Purpose to sort words to make connections to develop memory skills


O3.2 Recognise and respond to sound patterns and words O3.3 Perform simple communicative tasks using single

words, phrases and short sentences L3.1 Recognise some familiar words in written form L3.2 Make links between some phonemes, rhymes and



same time L4.3 Read some familiar words and phrases aloud and

pronounce them accurately

Preparation Pupils work in groups of 3. Each group will need:

1 set of dominoes

Activity ask the class to distribute the dominoes equally among group members

pupil with * * * places his card on the table saying the Spanish word aloud

continue as a game of dominoes ensuring that the Spanish words are said aloud.

Continue until final * * * card is laid

Debrief Ask pupils what skills they employed during the game i.e. listening, memorising, reasoning. Ask if they learned any new words. How did they learn them?

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El Malvado Lobo ***

but pero straw la paja one morning

una mañana

idea una idea casserole un guiso better than

mejor que water el agua early temprano brick

el ladrillo organic orgánico kind bonito farm

la granja lazy perezoso countryside

el campo What luck!

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¡Qué suerte! dinner la cena easy fácil world

el mundo gently suavemente

nothing nada onions

las cebollas

door la puerta pig el cerdo useful

práctico I don’t know

No sé friend amiga quick

rápido wooden de madera magnificent

magnífico***

¡El fin!

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Pass the Parcel

Purpose to sort, classify and sequence words to make connections to make predictions


O3.1 Listen and respond to simple rhymes, stories and songs O3.2 Recognise and respond to sound patterns and words L3.1 Recognise some familiar words in written form L3.2 Make links between some phonemes, rhymes and



same time L4.3 Read some familiar words and phrases aloud and


Preparation Children sit in groups of six (maximum) Each group has one bag of word or phrase cards Music

The bag contains either single words which make up a sentence from the story, OR sentences from one page of the story.

Activity When music starts pupils pass round the bag When the music stops, the child holding the bag picks out a

word or phrase and places it in the middle of the circle The child or the group then says the word or phrase aloud When all of the words or phrases have been removed from

the bag, the group works together to place them in the correct order.

The group then reads the sentence or paragraph to the rest of the class.

If you have a large class with lots of groups, you could aim to piece together all of the words in a page, or all of the sentences in the story and finally work out the overall order as a class!

Debrief Ask pupils what skills and dispositions they used during the activity. i.e. taking turns, being fair, reasoning

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“Tengo “Tengo “Tengo “Tengouna una una una

buena buena buena buenaidea. idea. idea. idea.Voy Voy Voy Voy

a a a ahacer hacer hacer hacer

un un un un sabros

osabros

osabros

osabros

oguiso guiso guiso guisopara para para para

la la la lacena”. cena”. cena”. cena”.

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“Me “Me “Me “Mevoy voy voy voya a a a

bajar bajar bajar bajarpor por por porla la la la

chimenea

chimenea

chimenea

chimenea

y y y ycomeré comeré comeré comeré

a a a aCerdito Cerdito Cerdito CerditoTonto”. Tonto”. Tonto”. Tonto”.

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Snakes and Ladders

Purpose to make connections to take turns to make decisions


O3.2 Recognise and respond to sound patterns and words L3.1 Recognise some familiar words in written form L3.2 Make links between some phonemes, rhymes and


O4.2 Listen for specific words and phrases L4.3 Read some familiar words and phrases aloud and


Preparation Children sit in groups of 3. Each group has

One snakes and ladders board One set of counters and dice One set of questions

Activity Pupils take it in turns to throw the dice.

If pupils land on a red square, they climb up the ladder, if they land on a blue square, they slide down the snake.

Each time the pupil rolls the dice, they move that number of places and answer a question about the story.

The questions can be altered depending on class ability.

Debrief Ask pupils what skills and dispositions they used during the activity. i.e. taking turns, being fair, reasoning

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25 26 27 28 29 30

24 23 22 21 20 19

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13 14 15 16 17 18

12 11 10 9 8 7

1 2 3 4 5 6

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How do you say “pig” in

Spanish?

Where did the 3 pigs live?

Why did Cerdito

Perezoso want to use straw?

Why did the 3 pigs leave the

farm?

The wolf was …………………?

How do you say ‘solid enough’ in Spanish?

Which pig built a wooden house ?

What material did Cerdito Tonto use?

How was the wolf going to get the pigs?

What happened to

the straw house?

What did the wolf say each

time he knocked on the door?

What did the pigs say when

the wolf knocked on the door?

The house of Cerdito Tonto was ‘grande y

____?

Why did the wolf want to get into each

house?

What happened to the wolf after he fell into the

hot water?What was the wolf’s ‘buena

idea’?

How do you say ‘a straw

house’ in Spanish?

How did the wolf describe the casserole?

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Action Charades

Purpose to make connections to make decisions to develop listening skills to develop memory skills

Links to KS2 framework O3.2 Recognise and respond to sound patterns and words

O3.4 Use physical response, mime and gesture to convey meaning and show understanding

L3.1 Recognise some familiar words in written form L3.2 Make links between some phonemes, rhymes and


O4.2 Listen for specific words and phrases using physical response to show recognition and understanding

O4.3 Listen for sounds, rhyme and rhythm


1 set of charade cards

It is advisable to demonstrate activity with whole class initially

Activity Demonstrate the first sentence by reading it out and asking pupils to suggest an appropriate mime. Practise repetition of phrase.

Continue to read out the other sentences allowing the children to demonstrate their understanding by miming.

Give each group a set of charade cards and ask them to place them face down on the table.

Each pupil takes one card in turn and reads the phrase. The group mime accordingly.

After each phrase has been mimed, repeat the previous activity but this time the pupil with the card mimes the action while the rest of the group guess the complete phrase.

They also need to establish the character by asking “¿Eres un cerdito?” etc

Debrief Ask pupils what they learned about the language through the process. What skills and dispositions did they use? I.e. listening, turn taking etc.

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Los tres cerditos están saliendo de la granja orgánica.

Cerdito Perezoso está construyendo una casita de paja.

El gran y malvado lobo está viniendo.

El lobo está tocando suavemente a la puerta.

El lobo está soplando una y otra vez.

La casita de paja se está viniendo abajo.

El lobo está devorando a Cerdito Perezoso.

Cerdita Glamorosa está construyendo una casita de madera.

El lobo está tocando fuertemente a la puerta.

La elegante casa de madera se está viniendo abajo.

El lobo está devorando a Cerdita Glamorosa.

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El lobo está tocando más fuertemente a la puerta.

Cerdito Tonto está construyendo una casita de ladrillos.

El lobo está subiendo por la chimenea.

Cerdito Tonto está haciendo un sabroso guiso.

La vendedora está vendiendo algunos ladrillos.

El lobo está cayendo en la olla.

Cerdito Tonto está poniendo la olla en el fuego.

Cerdito Tonto está picando algunas zanahorias y algunas cebollas.

El lobo está comiendo un poco del guiso. ¡Me gusta mucho !

El lobo está saltando de la olla con agua caliente.

El lobo se está escapando de la casa.

Happy Families

Purpose to make connections to take turns to develop spontaneous talk

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O3.2 Recognise and respond to sound patterns and words L3.1 Recognise some familiar words in written form L3.2 Make links between some phonemes, rhymes and spellings, and

read aloud familiar words

O4.2 Listen for specific words and phrases L4.2 Follow a short familiar text, listening and reading at the same

time L4.3 Read some familiar words and phrases aloud and pronounce

them accurately

Preparation Children sit in groups of 3 or 4. Each group has

One set of cards

Activity Cards are distributed evenly among the group – they count out cards

in Spanish as they are distributed.

The aim of the game is to collect families by colour.

Taking turns one pupil asks the person next to him/her for a card that they want e.g. “¿Tienes la vaca azul?”If their neighbour has the card he has to hand it over saying “Si, la tengo.“ if not “No, no la tengo.”

This game is a good opportunity to get children to use ‘el’ and ‘la’ spontaneously.

Each group member takes it in turn to ask for a card.

When a whole family has been collected they say e.g.“Tengo la familia azul.”

Debrief Ask pupils what skills and dispositions they used during the activity i.e. taking turns, being fair, and reasoning.

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Cerdito Perezoso

la vacael caballo


la casa de madera

la casa de paja

Cerdita Glamorosa Cerdito Tonto

el caracol

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Cerdito Perezoso

la vacael caballo


la casa de madera

la casa de paja

Cerdita Glamorosa

Cerdito Tonto

el caracol

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Cerdito Perezoso

la vacael caballo


la casa de madera

la casa de paja


el caracol

44

Cerdito Perezoso

la vacael caballo


la casa de madera

la casa de paja


el caracol

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Blockbusters

Purpose to make connections to solve problems


O3.3 Perform simple communicative tasks using single words, phrases and short sentences

O4.4 Ask and answer questions on several topics

Preparation Pupils work in groups of 3.

One group member asks the questions, the other two play against each other. Each group will need:

1 blockbusters board 1 set of questions

Pupils must try to get from the left to the right side of the game board, by matching the revealed initials to vocabulary from the story of Los Tres Cerditos, marking their route with counters.

ActivityThe Rules:

Pupils must then choose a hexagon from the left side of the board, taking turns to play.

After the first go, pupils can only choose hexagons that touch an answered shape.

As the capital letters are revealed in each hexagon, the pupil must answer a matching question from the question sheet.

If the question is answered correctly, the child can claim the shape as theirs, by putting one of their coloured counters on the shape.

If the question is incorrectly answered the shape is left blank. The other pupil may not use that space either.

Debrief Ask pupils what they learned and how they learned it. What skills did they use? I.e. listening, reasoning, etc. What dispositions did they need? i.e. turn taking.

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G C F L A P

D S M C

E C P F S

M S T C OR

O

P GML C

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A What A was boiling hot in the pot?C What C did the wolf climb down?C What C tells you where the farm was?C What C means ‘to build’?C What C was Cerdito Tonto going to put in his stew?C What C said ‘Sabía que esto pasaría’?D What D describes the way the wolf eats?E What E describes the house of Cerdita Glamorosa?F What F describes the way the wolf knocked?F What F means ‘easy’?G What G describes how the wolf spoke?G What G did Cerdito Tonto decide to make for dinner?L What L means pretty?L What L did Cerdito Tonto use to build his house?M What M was Cerdita Glamorosa’s house made of?M What M describes the wolf?M What M did Cerdito Tonto say when his house was finished?O What O did the wolf fall into?O What O describes the farm?P What P did Cerdito Perezoso use to build his house?P What P did the pigs live in at first?P What P did the wolf knock on?R What R means ‘quick’?S What S means “enough?S What S means ‘tasty’?S What S did the wolf threaten to do to each house?T What T did the wolf do when he arrived at each house?

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Narrative Format ScriptLos Tres Cerditos

Teacher and class stand in a circle. The teacher leads the class through the story by saying each part in short sections with the class echoing and performing the accompanying actions. In this way all the class are engaged in activity throughout and are able to perform to their individual abilities without

feeling pressurised.

Narrator pointing back over shoulder, then hold up one finger, show 3 fingers, snorting action

Érase una vez tres cerditos.

Uno, dos, tres.

N. hold up one finger and then walk fingers away into distance. make a roof shape for housewave

Una mañana dejaron su granja y fueron a construir sus propias lindas casitas.

Tralala, tralala, tralalalala

¡Adiós! ¡Hasta luego!

snortCerdito Perezoso bright idea action.

Soy Cerdito Perezoso.¡Oh, mira allí !Voy a construir mi casa de paja. ¡Eso va a ser fácil!

N. smiley face action.wolf stanceknock softly, open mouth action with hand

Así que Cerdito Perezoso construyó su linda casita de paja. De repente vino el gran y malvado lobo. Tocó suavemente a la puerta y dijo:

El Lobo Muy bonito cerdito, muy bonito cerdito, ¿Puedo entrar?

Cerdito Perezoso shaking finger ¡No, no!

Por nada en el mundo te dejaré entrar.

El Lobo huffing and puffing

¡Entonces soplaré y soplaré y tu casa tiraré!

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Narrator huffing and puffing, fling arms open wide,

eat pig and … lick lips

wrap arms around self

Entonces el Malvado Lobo sopló una y otra vez y finalmente la linda casita se vino abajo. Luego, ¡el Malvado Lobo se comió a Cerdito Perezoso! ¡Estuvo delicioso!

¡Pobre pequeño Cerdito Perezoso!

snortCerdita Glamorosa

building house, hammering wood etc

Soy Cerdita Glamorosa.

Voy a construir mi casa de madera.¡Eso es más práctico!

Narratorlooking proud

wolf stance,

knock loudly, open mouth action with hand

Entonces Cerdita Glamorosa construyó su elegante casita de madera.

Desafortunadamente el lobo vino otra vez. Esta vez tocó fuertemente a la puerta y dijo:

El Lobo Muy bonita cerdita, muy bonita cerdita, ¿Puedo entrar?

Cerdita Glamorosa shaking finger

¡No, no! Por nada en el mundo te dejaré entrar.

El Lobo huffing and puffing ¡Entonces soplaré y soplaré y tu casa tiraré!

Narrator huffing and puffing, fling arms open wide,

eat pig and lick lips

wrap arms around self

Entonces el Malvado Lobo sopló una y otra vez y finalmente la linda casita se vino abajo.

Cerdita Glamorosa fue devorada por el lobo también. ¡Estuvo deliciosa!

¡Pobre pequeña Cerdita Glamorosa!

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snortCerdito Tonto scratching head thenpenny dropping,

draw brick shape in air

Soy Cerdito Tonto.Yo no sé de qué materiales voy a construir mi casa. ¡Ooh! ¡Ladrillos! …

Narrator thumbs up

wolf stanceknock very loudly, open mouth action with hand

Así Cerdito Tonto construyó su casa de ladrillos. Era una casa grande y sólida. ¡Magnífico! ¡Qué inteligente soy!

Luego vino el Malvado Lobo. Ya tocó más fuertemente a la puerta y dijo:

El Lobo

Muy bonito cerdito, muy bonito cerdito, ¿Puedo entrar?

Cerdito Tonto shaking finger

¡No, no! Por nada en el mundo te dejaré entrar.

El Lobo huffing and puffing

¡Entonces soplaré y soplaré y tu casa tiraré!

Narrator huffing and puffing repeatedly

Entonces el Malvado Lobo sopló UNA Y OTRA VEZ pero la gran casa de ladrillos no se movió en absoluto.

El Lobo bright idea look

¡Tengo una buena idea!

Narrator idea action, climbing, jumping, splash

El lobo tuvo una buena idea. Subió por la chimenea, y cayó en la olla de agua caliente. Sploosh!

El Lobo jumping up and down holding bottom

¡Ay! ¡Esto me está quemando! ¡Ya es suficiente con aquel cerdo!

Narrator jump out of pot and run on spot.

Wave goodbye

El lobo saltó de la olla y salió corriendo de la casa.

¡Adiós, señor Lobo!

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Los Tres Cerditos(to the tune of Los Elefantes)

Los tres cerditos dejaron su granjaY fueron a construir sus casitas.Una, dos, tres ; Una, dos, tres

Propias y lindas casitas.

Un cerdito construyó su casaEn un buen campo de paja.

Pero un gran y malvado loboLa hizo … volar.

Una cerdita construyó su casaDe madera en un bosque.

Pero un gran y malvado loboLa hizo … volar.

Un cerdito construyó su casaDe ladrillos en el campo.

Era una casa grande y sólida.Él no podía hacerla volar.

No se movió en absoluto.“ Yo sé qué hacer, ” dijo el lobo,

“ Me voy a subir por la chimenea,Y voy a … comerlo. ”

El gran lobo cayó en la olla de agua muy caliente.

“¡Ay! ¡Esto me está quemando! ” Gritó el pobre lobo.

“Adiós lobo, adiós lobo,adiós … lobo.

Adiós lobo, adiós lobo,adiós …“ lobo. ”

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Board game language

Rules of the game Reglas de juego.A game Un juego.Board game Juego de mesa.Start (square) Casilla de salida.Finish (square) Casilla de meta.A counter (etc) Una ficha.Put your counter at the start. Pon tu ficha en la casilla de

salida.Throw the dice. Tira el dado.The one (player) with the highest number starts.

El jugador con el número más alto empieza.

The one who throws a 6 starts. El jugador quien saque un 6 empieza.

Whose turn? ¿De quién es el turno? / ¿A quién le toca?.

Mine/yours Mío/tuyoHis/hers Suyo/suyoAn extra turn Un turno extra.Miss a turn Pierdes un turno.Go forward 5 Avanza 5 (cinco) casillasGo forward 2 squares Avanza 2 (dos) casillas.Go back 1 square Retrocede / vuelve 1 (una)

casilla.Go back to the start Retrocede / vuelve al principio.Draw (i.e. no winner) Empatar.He/She is cheating Él / Ella está haciendo trampa.He/She’s winning Él / Ella está ganando.Who’s the winner? ¿Quién es el ganador?Who’s winning? ¿Quién está ganando?You’ve won (Tú) has ganado.I’ve won (Yo) he ganado.I’m the winner (Yo) soy el ganador. Pick up your cards Agarra/levanta tus cartas.I will teach you how to play (Yo) te enseñaré como jugar.A reserve (pile) of cardsPack of cards

Una pila de cartas.Una baraja de cartas.

Pick a card Agarra/elige una carta.Shuffle the cards Baraja las cartas.I pass (i.e. I’m stuck/ I can’t play) (Yo) paso.I give in Me rindo / Me doy por vencido.Get in teams of 2, or 3 etc En equipos de 2, o 3 etc.Let’s play again. Juguemos de nuevo.

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MFL KS2 Framework for year 4

Oracy Literacy Intercultural Understanding Knowledge about Language

Language Learning Strategies

O4.1 To memorise and recite a short text

o Learn finger rhymes, poems or short stories or a non-fiction text

L4.1 To read and understand a range of familiar written phrases

o Match phrases and short sentences to picture or topics

IU4.1 To learn about festivals and celebrations in different cultures

o Learn how children of different cultures celebrate special days

o Identify similarities and differences

o Learn simple phrases to celebrate festivals

Reinforce and extend recognition of word classes and understand their function

Recognise and apply simple agreements, singular and plural

Apply question forms

Develop awareness of communication strategies

Recognise that texts in different languages will often have the same conventions of style and layout

Apply phonic knowledge of the foreign language to support reading and writing

Identify a different writing system

Discuss language learning and reflect and share ideas and experiences

Use actions and rhymes to aid memorisation

Ask for repetition and clarification

Use context and previous knowledge to help understanding

Practice new language – speaking aloud or silently, speaking with a friend

Practice new language outside the classroom

Plan and prepare for a language activity

Read and memorise words

Use a mental association to help remember words

Sort words into categories

Apply knowledge about letters and simple grammatical knowledge to experiment

Use context and previous knowledge to determine meaning and pronunciation

O4.2 To listen for specific words and phrases in a song, poem or story

o Listen with careo Use physical response

to show recognition and understanding of key words and phrases

o Look carefully at the person who is speaking

L4.2 To follow a short familiar text, listening and reading at the same time and them read part of the text aloud

o Make links between the spoken and written words

o Identify common spelling patterns in letter strings

o Pronounce letter strings, words and phrases accurately with good accent

IC4.2 To know about some aspects of everyday culture and compare them to their own:

o To learn and compare pastimes of children of different cultures

O4.3 To listen for sounds, rhyme and rhythm

L4.3 To read some familiar words and phrases aloud and pronounce them accurately

o Use words which they practice on a regular basis, e.g. numbers, days, weather

IU4.3 To compare traditional stories

o Compare characteristics of simple stories between cultures

o Learn about aspects of the writing system of a different language

O4.4 To ask and answer questions on several topics

o Ask how to say something in the target language

o Ask someone to clarify or repeat

o Speak clearly and confidently

L4.4 To write simple words and phrases using a model and some words from memory

IU4.4 To learn about ways of travelling to the target country / countries

o Revise location of country / countries where target language is spoken

o Identify route from own locality to specified destination

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MFL KS2 Framework for year 3

Oracy Literacy Intercultural Understanding Knowledge about Language

Language Learning Strategies

O3.1

To listen and respond to simple stories, finger rhymes and songs

o Identify rhyming wordso Perform finger rhymes and sing songso Listen to storieso Join in with storytelling

L3.1

To recognise some familiar words in written form

o Understand words displayed in the classroom

o Identify and read short simple words when listening to familiar rhymes or stories or songs

o Read short messages

IU3.1

To learn about the different languages spoken by children in the school

o Be aware of linguistic and cultural diversity

Identify specific sounds, phonemes and words, linking sounds to meanings Imitate pronunciation of sounds

Hear main word classes

Recognise questions and negatives

Recognise how sounds are represented in written form

Notice the spelling of familiar words

Recognise that languages describe familiar things differently

Recognise the centrality of language in communication

Recognise different language conventions to express politeness

Discuss language learning and reflect and share ideas and experiences

Use actions and rhymes to aid memorisation

Ask for repetition and clarification

Use context and previous knowledge to help understanding

Practise new language – speaking aloud or silently, speaking with a friend

Practise new language outside the classroom

Look at the face of the person speaking and listen attentively

Use gestures and mime to show understanding

Play games to help memorisation

Recognise words which the teacher mouths silently

O3.2

To recognise and respond to sound patterns and words

o Listen with careo Identify sounds which are the same as or

different from English o Speak clearly and confidently

L3.2

To make links between some sounds, rhymes and spellings and read aloud familiar words

o Identify characters and letter strings which are the same as or different to English

o Pronounce accurately the most commonly used characters and letter strings

o Read aloud a familiar sentence, rhyme or poem

IC3.2

To locate country / countries where the language to be studied is spoken:

o Identify some of the countries where the language is spoken

o Know some facts about one country where the target language is spoken, e.g. climate, main towns, famous landmarks, produce

O3.3

To perform simple communicative tasks using single words, phrases and short sentences

o Remember, retain and recall vocabularyo Ask and answer questions

L3.3

To experiment with the writing of short words

o Copy simple, familiar words using a model

o Write some single words from memory

IU3.3

To identify social conventions at home and in other cultures

o Learn about polite forms of address

o Know how to greet native speakers

o Know some typical namesO3.4

To listen attentively and understand instructions, everyday classroom language and praise words

o Repeat words and phrases spoken by the teacher

o Develop speaking strategies such as mime and gesture to convey meaning.

o remember a sequence of spoken wordso Use physical response to show understanding

IU3.4

To make indirect or direct contact with country / countries of target language

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Documents

Three Little Pigs Spanish Manual